LIBRARY 

OF  THE  k 

University  of  California. 


Class 


Teaching  Outline 

To  Accompany 

The   Practical   Use  of  Books  and 
Libraries 

An  Elementary  Manual 


By 
Gilbert  O.  Ward 

Supervisor  of  High  School  Branches 
Cleveland  Public  Library 


Boston,  Mass. 

The  Boston  Book  Company 

1911 


rf 


fiCHOO*- 


Copyright,  1911,  by 
The  Boston  Book  Company 


The  River  dale  Press,  Brookline,  Boston,  Mass. 


Preface 

THE  object  of    this  outline    is  to  furnish    the  high 
school  teacher  or  librarian  a  practical  method  for 
teaching  the  "Practical  Use  of  Books  and  Libraries." 

It  will  be  necessary  to  fit  the  outline  to  local  needs. 
For  instance,  it  may  be  advisable  to  introduce  the 
first  group  of  reference  books  before  the  card  catalogue, 
or  specific  reference  books  in  different  order,  or  sub- 
stitute other  titles  for  those  given  But  whatever 
changes  are  made,  it  is  strongly  urged  that  the  fol- 
lowing general  principles  be  observed:  1.  The  free 
use  of  the  oral  quiz  especially  with  younger  classes 
so  as  to  draw  on  the  student's  own  experience.  2.  The 
avoidance  of  mere  lecturing  or  above  all,  dictatmg. 
3.  The  illustration  of  every  point  by  a  concrete  example 
from  books  themselves  when  possible,  from  the  black- 
board, or  from  the  Manual.  4.  The  clinching  of  each 
lesson  by  a  written  exercise. 

Before  beginning  the  lessons,  a  test  on  the  alphabet 
should  be  given,  to  make  sure  that  students  understand 
strict  alphabetical  order.  The  words  of  a  spelling  lesson 
can  be  used  for  this  exercise.  In  this  case,  the  words 
should  be  dictated  for  spelling  in  the  ordinary  way; 
they  can  then  be  torn  apart,  re-arranged  and  re-copied 
in  alphabetical  order  on  another  sheet. 

Or,  several  words  (some  of  them  beginning  with  the 
same  letter),  can  be  written  on  the  board,  and  sugges- 
tions can  be  called  for  as  to  their  proper  arrangement. 
The  words  can  be  rewritten  in  another  column  as  sug- 
gestions are  made. 

When  time  is  limited,  written  exercises  can  be  done 
outside  of  class. 

222671 


skeleton  of   the  Teaching  OutHne 


Periods 

Page 

'  1. 

Freshmen     i  2. 

The  Book 

1 

1 

The  Dictionary 

1 

4 

13. 

The  Encyclopedia 

1 

14 

'  1. 

Card  Catalogue 

¥2 

18 

2. 

Numbering  and 

Sophomores  ^ 

Arrangement  of 
Books 

Vi 

20 

3. 

Reference  Books  :- 

- 

21 

Group  A 

1 

23 

1. 

Reference  Books:  - 

_ 

21 

Group  B 

Vi 

24 

Juniors 

Group  C 
Group  D 

26 

28 

2. 

Magazines 

1 

30 

^3. 

Buying  Books 

1 

32 

Special 


The  Use  of  the  Library 
in  Debating. 


33 


The  Book 

Based  on  Chapters  I  and  II.     Time,  one  period. 

Summary:  (a)  Physical  care  of  a  book;  (6)  Printed 
parts  of  a  book. 

Object:  To  teach  the  practical  value  and  use  of  a 
book. 

Method:    Oral  quiz. 

Preparation:  Students  are  to  bring  to  class  some 
familiar  schoolbook,  such  as  Myers'  General  History, 
or  any  other  book  with  a  good  index,  or,  if  the  library  has 
twenty-five  or  thirty  copies  of  one  book  which  illustrates 
the  points  brought  up,  these  can  be  distributed  on  the 
tables  and  ready  for  the  class  when  it  comes.  In  this 
case,  no  book  need  be  brought  to  class.  Books  of  poetry 
should  also  be  distributed,  some  of  individual  poets; 
for  instance,  Holmes'  Poems.  Books  which  have  been 
rebound  should  not  be  used. 

Model  quiz: 

a.     The  Physical  Care  of  a  Book. 

Will  everybody  take  his  Myers'  General  History  in  hand. 
Will  you  look  carefully  in  the  folds  between  the  leaves? 
Tell  me  if  you  find  anything.  When  the  stitching  is  found 
make  this  the  point  of  departure  for  describing  the 
physical  make-up  of  a  book.  Illustrate  with  a  book 
from  which  the  cover  has  been  stripped.  Henry,  suppose 
a  book  opens  stiffly,  and  I  force  it  open  hard.  Bearing  in 
mind  what  I  just  told  you,  can  you  think  what  that  might 


2  Teaching  Outline 

do  to  the  hook  ?  What  would  happen  to  the  glue  on  the 
hack  ?  Would  it  he  likely  to  crack  ?  Question  or  explain 
as  there  is  time,  and  illustrate  with  book  before  class, 
the  proper  way  of  opening.  Would  you  lay  a  hook  near 
a  hot  stove  ?    Why  not  ?    Etc.,  etc. 

h.     The  Printed  Parts  of  a  Book. 

1.  The  names  of  the  parts  Will  everyone  take  his 
copy  of,  e.g.,  Myers'  General  History  m  hand.  Cornelius, 
find  the  first  page  on  which  there  is  any  printing.  Describe 
it.  Do  you  know  what  this  page  is  called  ?  Give  the 
name.  Half  title  comes  first  in  many  books.  Names  of 
parts  to  be  written  down  on  board  in  column  as  found. 
Describe  the  next  piece  of  printing  that  you  find.  Repeat 
question  until  the  principal  parts  have  been  named. 
Explain  that  some  books  have  an  appendix,  if  the 
example  has  none.     Cite  the  dictionary. 

2.  The  functions  of  the  parts.  Joseph,  turn  to  the 
title  page,  and  read  aloud  what  you  find  on  it.  What  do 
you  call  the  phrase  naming  the  title.?  What  is  naming  the 
author.?  7^  it  of  any  use  to  know  the  author  and  title  of  a 
hook  you  are  reading  ?  Why  ?  Supposing  you  wanted 
to  borrow  or  buy  a  copy  of  BlaisdelV s  Rhetoric,  would  you 
ask  for  the  green  English  book,  about  so  large,  that  they 
study  in  Technical  High  School  ?  Pass  lightly  over  rest  of 
title  page,  mentioning  usefulness  of  publisher's  name  in 
ordering  a  book,  when  the  same  book  is  published  by 
different  firms,  e.g.,  Ivanhoe.  (Houghton  Mifflin,  Dana 
Estes,  Crowell,  American  Book  Co.,  et  al.)  George, 
where  do  you  find  the  copyright  date  ?  Can  you  tell  us 
what  it  means  ?  Explain  briefly.  Of  what  use  is  it  to  a 
reader  ?  Proceed  in  same  way  for  the  other  parts,  except 
the  index,  getting  students  to  suggest  uses,  when  they 


Teaching  Outline  3 

do  so  readily,  and  explaining  when  necessary  to  save 
time.     Avoid  mere  lecturing. 

3.  The  use  of  a  simple  index.  Will  everyone  turn  to 
the  index  of  Myers'  General  History?  Where  do  you  find 
the  index  ?  In  what  order  are  the  words  arranged  ? 
Alphabetical.  What  sort  of  things  seem  to  be  mentioned  in 
it  ?  Persons  ?  Give  an  example.  Places  ?  Events  ? 
Anything  else  ?  What  do  the  numbers  that  follow  each 
item  mean  ?  Find  an  item  on  the  ancient  history  of  Egypt. 
"Egypt,  ancient  history  of,  18-26."  In  what  order  do 
the  ivords  come  ?  Which  is  the  most  important  word  ? 
Where  does  it  come  ?  What  does  the  dash  between  the 
numbers  "18-26"  mean  ?  I  want  to  find  something  on 
the  House  of  Lords.  To  what  page  shall  I  turn  ?  This  is 
a  cross  reference. 

Keep  your  places  at  the  index,  but  turn  to  the  table  of 
contents.  I  wayit  to  find  out  about  the  death  of  Julius  CcBsar. 
Look  in  both  table  of  contents  and  index,  and  tell  me  in 
which  one  you  find  it.  Index.  Find  the  discovery  of 
America  by  Columbus;  The  Thirty  Years  War,  in  both 
lists;  the  storming  of  the  Bastile;  India,  both  lists; 
present  government  of  India,  index;  Joan  of  Arc;  Na- 
poleon;   the  Reformation,  both  lists;    aboiit  Sparta. 

What  seems  to  be  the  difference  between  the  table  of 
contents  and  the  index  ?  In  position  ?  In  arrangement  ? 
In  fullness  ?  In  what  order  are  the  words  of  an  item  in 
an  index  of  ten  arranged?  Inverted.  Why?  Which  would 
you  use  to  get  a  general  idea  of  the  subjects  covered,  and 
the  way  they  are  arranged  ?  Which  would  you  use  to 
look  up  a  particular  point  ? 

4.  Indexes  of  books  of  poetry.  Who  has  a  copy  of 
Holmes'  Poems  ?  Turn  to  the  table  of  contents  and  tell 
me  what  you  find  in  it.    Turn  to  the  index.     What  does  it 


4  Teaching  Outline 

give  you  ?  First  lines.  Do  you  find  any  other  index  ? 
Titles.  Where  can  I  find  the  poem  "The  Spectre 
Pig''  ?  The  poem  beginning,  "It  was  a  tall  young 
oysterman''  ? 

Call  attention  to  other  special  forms  of  index  as  there 
is  occasion,  illustrating  from  books  themselves  when 
practicable.  If  books  are  not  available,  the  selections 
in  the  Manual  can  be  used,  either  from  the  Manual  itself, 
or  from  the  board. 

Written  test:  Name  the  principal  parts  of  a  book. 
Distinguish  between  the  table  of  contents  and  the  index, 
and  describe  their  use.  Give  the  pages  of  the  most  im- 
portant reference  to  (specified  subjects)  in  (specified 
books). 


The  Dictionary 


Based  on  Sections  50-55,  110-116.  See  also,  Section 
44.    Time,  one  period. 

Summary:  (a)  Preliminary,  {h)  Body  of  the  dic- 
tionary, (c)  Appendix,  id)  Comparison  of  the  dic- 
tionaries. 

Object:  To  teach  the  value  and  method  of  using  the 
dictionary.  The  lesson  applies  to  the  latest  editions  of 
the  unabridged  International,  New  International  and 
Standard  dictionaries.  It  can  be  adapted  to  the  Century 
Dictionary. 

Method:  Oral  quiz  and  written  exercise.  Copies  of 
the  Manual  should  be  distributed  and  the  students 
quizzed  from  the  illustrations  in  the  appendix,  sections 
110-116.  If  enough  dictionaries  or  specimen  sheets  of 
dictionaries  are  available,  they  can  be  distributed  and 
used  instead  of  the  Manual. 


Teaching  Outline  5 

Preparation:  Students  to  be  ready  with  explanations 
of  the  following  terms:  Fictitious,  gazetteer,  biographi- 
cal, abbreviation,  arbitrary  sign,  symbol,  vocabulary, 
unabridged,  appendix,  contraction. 

Model  quiz: 

a.     Preliminary. 

How  many  hoys  ever  use  the  dictionary  ?  How  many 
boys  use  the  unabridged  (big)  dictionary  ?  John,  can  you 
tell  us  what  the  dictionary  is  ?  A  list  of  words  with 
definitions.  Answers  relating  to  the  appendix  of  the 
dictionary  are  to  be  put  aside  for  future  consideration. 
Henry  (some  boy  who  uses  the  unabridged),  how  do  you 
find  a  word  in  the  dictionary  ?  Are  the  words  in  any 
particular  order  ?  What  kind  of  order  is  it  ?  Alphabeti- 
cal. Is  there  anything  to  help  you  locate  a  word  ?  Thumb 
index  and  headings  at  tops  of  pages.  Illustrate  their 
use  with  a  dictionary. 

The  remainder  of  this  preliminary  section  is  to  be 
used  at  discretion  in  part  or  as  a  whole,  to  excite  the 
interest  of  younger  or  dull  classes,  especially  if  the 
lesson  is  not  given  in  the  library.  As  soon  as  interest  is 
aroused,  pass  over  to  Section  b  on  the  body  of  the 
dictionary,  page  7. 

Peter,  how  many  words  do  you  suppose  that  you  know 
the  meanings  of?  Illiterate  people  find  300  words 
enough;  ordinary  persons  are  familiar  with  2,000  or 
3,000,  and  very  well  educated  persons  with  at  least  5,000. 
Shakespeare  uses  15,000  words.  Probably  about  30,000 
words  are  in  practical  use.  Henry,  how  many  words  do 
you  guess  are  in  the  English  language  ?  No  one  knows 
exactly.  The  New  International  Dictionary  defines 
over  400,000  words  and  phrases.     Do  you  suppose  that 


6  Teaching  Outline 

there  are  any  words  which  the  unabridged  dictionary  does 
not  include  ?  Who  has  ever  looked  for  a  word  and  not  found 
it  ?  Very  new  words,  very  old  words  and  local  words 
are  often  not  included.  Of  course  a  student  may  not 
know  how  to  find  a  word. 

William,  can  you  see  any  reason  why  a  dictionary  should 
be  necessary  ?  To  show  how  to  spell  and  pronounce. 
Yes,  but  why  should  we  go  to  a  dictionary  to  learn  how  to 
spell  and  pronounce,  rather  than  spell  and  pronounce  as 
we  choose  ?  Do  not  ask  the  foregoing  question  of  any 
bright  boy  who  sees  the  drift  of  it.  Well,  put  it  this  way. 
Take  up  any  familiar  book,  and  write  some  sentence  out 
on  the  blackboard,  and  get  boys  to  suggest  various  ways 
of  getting  at  the  same  phonetic  result.  Example,  (the 
first  sentence  from  Sohrab  and  Rustum) :  — 

12        3         4     5  6  7 

And  the  first    gray  of  morning    filled 
ferst  grey  ov  mourning  fild 
furst  grae  philled 

phild 
filld 
phiUd 

8  9        10     11  12 

the  East,  and  the  fog       rose  out  of  the  Oxus  stream 
eest  fogg     roze  owt  streem 

phog    roes  streme 

phogg 

Twelve  common  words  and  from  two  to  six  possible 
ways  of  spelling  eleven  of  them. 

Take  up  the  question  of  pronunciation  in  the  same 
way.     Example,  "Though":  — 


Teaching  Outline  7 

th  may  be  pronounced  as  in  thin  or  then, 
oil  may  be  pronounced  as  in  Louis,  out,  bought,  bouquet 
or  tough. 

gh  may  be  pronounced  as  in  Afghan,  tough  or  bought. 

Do  you  see  any  disadvantage  in  spelling  and  pronouncing 
as  one  pleases  ?  The  United  States  excluding  dependencies 
has  about  93,500,000  people,  and  extends  thousands  of 
miles  from  the  Pacific  to  the  Atlantic  and  from  Canada  to 
Mexico.  If  the  people  of  Maine  could  not  understand  the 
people  of  Texas,  do  you  think  that  would  help  or  hinder 
good  feeling  ?  Does  it  make  people  or  nations  more  or 
less  likely  to  disagree  when  they  cannot  understand  each 
other's  language  ?  Why  do  we  laugh  at  foreigners;  is  it 
partly  because  of  their  speech  ?  Does  this  cause  ill  feeling  ? 
Then  in  the  United  States  is  it  any  advantage  to  have  a 
common  standard  of  speech  just  as  we  have  a  common 
standard  of  money,  and  of  weights  and  measures  ?  Is 
the  dictionary  such  a  standard  ?  Very  well,  what  are  you 
going  to  do  next  time  you  meet  a  word  which  you  cannot 
pronounce  or  do  not  understand  ?    Use  the  dictionary. 

b.  The  Body  of  the  Dictionary.  Based  on  the 
word  "stare"  from  the  International  Dictionary,  Section 
112  in  the  Manual.  In  adapting  the  quiz  to  any  other 
dictionary,  read  carefully  the  paragraphs  in  the  Manual 
on  that  particular  dictionary  and  use  the  corresponding 
selections  in  the  appendix  of  the  Manual.  Read  also 
Section  55  on  the  comparison  of  the  dictionaries. 

In  beginning,  explain  clearly  and  briefly  that  the 
selections  are  exact  reproductions  from  the  dictionaries. 

John,  find  the  word  ''stare,''  the  first  one.  What  is  the 
first  thing  that  the  dictionary  tells  you  about  it  ?  Spelling. 
What  next  do  you  see  on  the  same  line  ?     Re-spelling  to 


8  Teaching  Outline 

show  pronunciation.  What  next  do  you  find  ?  Abbrevia- 
tion, "n."  What  do  you  call  it  ?  Abbreviation.  What 
does  it  stand  for  ?  "Noun,"  i.e.,  the  part  of  speech  which 
"stare"  is.  If  no  one  knows,  send  a  boy  to  look  it  up 
in  the  table  of  special  abbreviations  in  the  front  of  the 
dictionary.  Meanwhile,  the  recitation  can  proceed. 
What  comes  next?  Etymology.  What  does  ''A.  S." 
stand  for  ?  Anglo-Saxon.  What  does  the  phrase  "See 
Starling"  mean  ?  What  comes  next  ?  Abbreviation, 
"Zool."  What  does  it  mean  ?  That  the  term  is  used  in 
Zoology.  What  comes  next  ?  Definition.  Next  ?  Ab- 
breviation, "Obs."  What  does  it  mean  ?  Obsolete. 
What  does  " obsolete''  mean  ? 

What  comes  next  on  the  page  ?  The  second  "stare." 
Is  this  the  same  word  as  the  first  "stare"  ?  What  part  of 
speech  is  the  first  "stare"  ?  What  the  second  ?  What  is 
the  etymology  of  the  first  "stare"  ?  What  the  etymology 
of  the  second  ?  The  figure  166  beneath  the  root  mark 
refers  to  the  list  of  Indo-Germanic  roots  in  English  in 
the  introductory  part  of  this  dictionary.  It  need  not 
be  explained  unless  pupils  mention  it.  How  many  defi- 
nitions of  the  second  "stare"  do  you  find  ?  Read  the  first. 
The  second.  The  third.  Which  is  most  literal,  or  nearest 
in  meaning  to  the  etymology  ?  Is  2  or  ^  Clearer  the  original 
meaning  ?  In  what  order  then,  do  the  definitions  seem 
to  he  arranged  ?  Literal  meaning  first,  derived  and  figura- 
tive last.  What  do  you  find  at  the  ends  of  definitions 
1  and  3  ?  Quotations.  Of  what  use  are  quotations  ? 
To  show  how  words  are  used.  What  does  the  abbreviation 
"Syn."  stand  for  ?  Of  what  use  are  synonyms  ?  What 
does  "See  Gaze"  mean  ? 

What  comes  next  on  the  page  ?  A  third  "stare."  What 
part  of  speech  is  it  ?    Where  can  I  find  the  pronunciation  ? 


Teaching  Outline  9 

See  the  first  "stare."  Where  the  etymology?  Second 
"stare."  When  pronunciation  or  etymology  is  not  given, 
follow  up  the  words  preceding  until  it  is  found.  What 
is  the  phrase  "To  stare  in  the  face"  ?  A  common  figure 
of  speech,  i.e.,  an  idiom. 

What  part  of  speech  is  the  next  "stare"  ?     Where  do 
you  find  its  pronunciation  ?    Etymology  ? 

How  many  times  altogether  does  the  word  "stare"  occur  ? 
Four  times,  twice  as  verb  and  twice  as  noun. 

Look  at  the  word  "starfish."  What  has  it  that  "stare" 
has  not  ?  Picture.  What  is  the  phrase  in  italics,  "Astenas 
vulgaris  ?"  Scientific  name.  What  does  the  fraction  H 
mean  ?  One-third  natural  size,  i.e.,  diameter  or  length. 
What  other  words  are  given  in  the  extract  ?  How  are 
they  arranged  ?     Alphabetically,  letter  by  letter. 

c.     The  Appendix. 

Describe  the  appendix  of  the  dictionary.  Then  have 
the  class  turn  to  the  selections  in  the  back  of  the  Manual. 
For  the  New  International,  the  examples  of  the  Gazetteer 
and  the  Biographical  Dictionary  in  the  old  International 
can  be  used,  with  the  explanation  that  the  lists  have 
been  revised.  Take  up  each  selection,  beginning  with 
the  title  of  the  list  to  make  sure  that  students  understand 
the  meaning  of  long  words  such  as  "fictitious,"  "gazet- 
teer," etc.  Take  a  representative  item  in  each  list  and 
go  through  it  much  as  in  the  case  of  the  word  from  the 
body  of  the  dictionary,  to  bring  out  all  the  information 
connected  with  it. 

State  that  the  dictionary  like  any  other  book  has  a 
table  of  contents  (though  no  index),  which  gives  the 
names  of  all  special  lists.  Emphasize  that  it  should 
always  be  consulted  when  a  word  is  not  found  m  the 
body  of  the  dictionary.     Then  have  the  class  turn  to 


10  Teaching  Outline 

the  paragraphs  in  the  Manual  summarizing  the  dic- 
tionary's contents;  explain  that  they  summarize  the 
table  of  contents,  and  ask  in  which  list  the  class  would 
look  for  the  meaning  of  "A.  B.,"  "distingue,"  or  for 
information  about  Hector,  Abraham  Lincoln,  the 
length  of  the  Missouri,  etc. 

If  the  Manual  is  not  available  for  the  whole  class, 
the  table  of  contents  of  the  dictionary  can  be  copied  on 
the  blackboard,  and  the  quiz  made  as  explained  in  the 
preceding  paragraph. 

d.  Comparison  of  the  Dictionaries.  Based  on 
Sections  55,  110-116.  This  instruction  can  be  given  to 
classes  which  are  already  familiar  with  the  use  of  the 
dictionary. 

Have  the  class  turn  to  the  selections  in  the  back  of 
the  Manual,  and  get  them  to  discover  for  themselves 
as  far  as  possible  the  various  points  of  difference  men- 
tioned in  Section  55.  For  instance  ask  the  class  to  notice 
how  pronunciation  is  shown  in  the  New  International, 
and  then  in  the  Standard.  Not  all  the  points  mentioned 
in  Section  55,  however,  are  illustrated  by  the  selections. 
In  regard  to  the  appendixes,  point  out  the  differences  in 
arrangement,  fullness  of  detail,  and  general  scope.  Call 
attention  to  the  page  division  of  the  New  International 
and  to  the  fact  that  the  lower  part  of  the  page  contains 
much  information  found  in  the  appendixes  of  other 
dictionaries.  Illustrate  by  picking  out,  or  having  class 
discover  and  explain  significant  items.  See  the  paragraph 
on  Webster's  New  International  Dictionary,  page  36, 
in  the  Manual. 

Written  exercise:  This  exercise  can  be  done  in  the 
high  school  library,  or  in  the  public  library  as  is  more 


Teaching  Outline  11 

convenient.  Go  over  a  specimen  paper  with  the  class 
to  make  sure  that  all  is  understood,  and  emphasize  that 
the  latest  unabridged  editions  must  be  used.  Frame 
questions  so  that  the  answers  will  be  short,  preferably 
page  numbers;  for  subjects  for  questions,  see  the  lists 
following  the  model  form.  Each  student  should  have 
one  question  from  each  numbered  group,  nine  in  all, 
or  ten  including  the  name  of  the  dictionary. 

Mark  on  a  basis  of  10,  one  point  for  each   question, 
and  deduct  for  lack  of  neatness,  etc. 

Model  Form 


Name 

Class Date -- 

To  Use  the  Dictionary.  Look  for  the  word  first  in  the  main  part  of 
the  dictionary.  If  you  do  not  find  it  there,  consult  the  table  of  contents 
at  the  front  of  the  dictionary  to  see  if  there  is  any  special  list  which  might 
include  the  word.  Abbreviations  used  in  the  dictionary  are  explained  in 
a  special  table  just  before  the  main  part. 

1.  A  word  in  the  dictionary  frequently  is  repeated;    for 

instance  "wish"  occurs  once  as  a  verb  and  again  as 
a  noun.    How  many  times  does  the  word  "cap"  occur? 

2.  Give  the  etymology  of  the  word  "brine,"  writing  out 

abbreviations  in  full 

3.  How  long  is  the  Colorado  river? - - 

4.  When  was  Oliver  Cromwell  born? .--- 

5.  On  what  page  can  you  find  an  explanation  of  the  ex- 

pression  "elbow   grease"? ■■  -■• ■■■ 

6.  On  what  page  of  the  dictionary  can  you  find  a  short 

account  of  "Don  Quixote"?. - -_ 

7.  What  does  the  phrase  "esto  perpetua"  mean? 

On  what  page  is  it  explained? - ------ 

8.  On  what  page  can  you  find  an  explanation  of  the  term 

"Fillippino"?    - Vr'V 

9.  What  does  the  abbreviation  "pp."  stand  for? 

On  what  page  is  it  explained? - --.- 

10.     Give  the  full  name  and  date  of  the  dictionary  used  in 
answering  these  questions,  as  found  on  its  title  page. 


12  Teaching  Outline 

The  subjects  in  the  following  groups  can  be  found  in 
the  New  International,  International  or  Standard  dic- 
tionaries. Each  student  should  be  assigned  one  subject 
from  each  group. 

From  the  Dictionary 

I.  Words  spelled  alike  but  with  different  meanings:  Age,  all,  arm, 
base,  beam,  beg,  bend,  burn,  but,  cap,  comb,  dare,  drill,  file,  gaze, 
list,  match,  moor,  ounce,  plumb,  press,  quarter,  reel,  repair,  rifle, 
scale,  trump,  wind,  worst,  yard. 

II.  Etymologies :  Ambulance,  amateur,  annex,  assassin,  audience, 
bell,  blush,  brine,  bug,  bundle,  corner,  debate,  gas,  mantle,  onion, 
pennant,  pension,  perfume,  pistol,  radish,  rogue,  science,  scissors, 
secretary,  soldier,  south,  spire,  spine,  trade,  train,  transport,  trans- 
parent, treat,  task,  taste,  parasol,  unanimous,  value,  valve,  volcano, 
vote,  volume,  souvenir,  tax,  trident,  umbrella,  vital. 

III.  Idiomatic  phrases,  etc. :  Absolute  zero,  act  of  God,  a  base  hit, 
a  bee  in  one's  bonnet,  blood  heat,  to  go  by  the  board,  to  pick  a  bone 
with,  conscience  money,  a  capital  crime,  to  draw  the  long  bow, 
local  color,  throw  up  the  sponge,  steal  a  march,  under  the  rose,  take 
the  veil,  on  wings  of  the  wind,  by  word  of  mouth,  yeoman  of  the 
guard,  torrid  zone. 

Synonyms:  clear,  danger,  demolish,  infinite,  manifest  (adj.),  re- 
mainder, smell  (n.),  smooth  (adj.),  understanding,  violent. 

From  the  Appendix 

IV.  Names  in  literature,  etc.:  Achilles,  Adonis,  Agamemnon, 
Ajax,  Aladdin,  Ancient  Mariner,  AH  Baba,  Bluebeard,  Blue  Hen 
State,  Caliban,  Chinese  Gordon,  Dixie,  Don  Quixote,  Emerald  Isle, 
the  Father  of  Waters,  King  Lear,  Island  of  St.  Brandan,  Mrs. 
Malaprop,  Mr.  Micawber,  Mother  Goose,  Old  Man  of  the  Sea, 
Ophelia,  Pyramus  and  Thisbe,  Tam  O'Shanter,  Sancho  Panza,  Pied 
Piper  of  HameHn,  Roland,  Tom  Thumb. 

V.  Geographical  names:  Location  of  Andaman  Islands,  Balak- 
lava.  Blarney,  Canary  Islands,  Cumberland  Gap,  Delagoa  Bay, 
Guam,  Ladrone  Islands,  Put-in-Bay,  Saxe-Coburg-Gotha.  Area  of 
Africa,  England,  Florida,  New  York  State,  Nicaragua,  Ohio.  Length 
of  the  Colorado  River,  Danube,  Hudson,  Merrimac,  Mississippi, 
Ohio.  When  was  Pompeii  destroyed?  In  what  county  of  New 
York  State  is  Rochester?     Capital  of  Bohemia,  Finland,  Prussia. 


Teaching  Outline  13 

Nation  owning  the  Fiji  Islands.  Depth  of  Atlantic  Ocean,  of  Great 
Salt  Lake. 

VI.  Biographical  names:  Joseph  Addison,  Francis  Bacon,  R.  L. 
Stevenson,  Henrj-  Ward  Beecher,  Aaron  Burr,  George  Rogers  Clark, 
Columbus,  Oliver  Cromwell,  Garibaldi,  James  A.  Garfield,  W.  E. 
Gladstone,  U.  S.  Grant,  Washington  Irving,  William  Kidd,  Rudyard 
Kipling,  David  Liv^ingstone,  J.  J.  Rousseau,  Saladin,  Joan  of  Arc, 
Tecumseh,  Louisa  M.  Alcott,  Davy  Crockett,  Kit  Carson,  Daniel 
Boone,  Francis  Marion,  Stephen  A.  Douglas,  Patrick  Henr>',  Israel 
Putnam,  Mazzini. 

V'll.  Foreign  phrases:  A  bas,  ab  initio,  a  bon  marche,  ab  urbe 
condita,  ad  astra  per  aspera,  ad  finem,  ad  infinitum,  ad  libitum,  ad 
nauseam,  ad  valorem,  affaire  d'honneur,  affaire  du  coeur,  a  la 
frangaise,  auto  da  fe,  bona  fide,  c'est-a-dire,  comme  il  faut,  coup 
d'etat,  de  profundis,  e  pluribus  unum,  sic  semper  tyrannis,  nil  sine 
numine,  labor  omnia  vincit,  ab  origine,  ad  calendas  Graecas,  aere 
perennius,  bon  soir,  bon  ami,  Dei  gratia,  enfant  terrible,  in  hoc 
signo  vinces,  esto  perpetua,  lares  et  penates. 

VIII.  Abbreviations :  Abbr.,  adv.,  adj.,  ad  lib.,  Ala.,  A.  M.,  ard., 
b.,  cf.,  ed.,  ib.,  id.,  i.  e.,  inf.,  mil.,  mm.,  MS.,  n.  d.,  p.,  pp.,  p.  p.,  pro 
tem,  q.  e.  d.,  q.  v.,  S.,  S.P.Q.R.,  sc,  sh.,  tr.,  v.,  v.  a.,  v.  i. 

IX.  New  words,  phrases,  etc.:  Automobile  (adjective),  auto- 
suggestion, Eros  (astronomy),  to  face  (golf),  a  fill  (road  engineering), 
briquet  (form  of  fuel),  chicle,  coherer,  commandeer,  decoherer, 
Mexican  dollar,  torpedo-boat  destroyer,  fudge  (candy),  Bertillon 
system,  boatswain's  chair.  Boxer  (China),  braille,  bunyip,  carbo- 
rundum, center  of  population,  Cleopatra's  needle,  dumdum  bullet, 
fair  copy,  Filipino,  format,  hike  (v.  i.),  Igorrote,  kissing  bug,  knock- 
about (yachting),  kosher  (v.),  San  Jose  scale. 


14  Teaching  Outline 

The  Encyclopedia 

Based  on  Chapter  V,  Sections  47,  48  and  49.  See  also 
Sections  43,  44  and  45.     Time,  one  period. 

Object:  To  teach  the  scope,  limitations  and  use  of 
the  encyclopedia. 

Method:  Oral  quiz,  demonstration  with  the  en- 
cyclopedia itself   when  available,  and  written  exercise. 

Preparation:  If  a  set  of  an  encyclopedia  is  available, 
have  it  distributed  on  the  desks  ready  for  the  class. 

Model  quiz:  How  many  hoys  have  used  the  encyclo- 
pedia ?  How  many  have  not  ?  John  (some  boy  who 
has  used  it),  can  you  describe  it  for  us  ?  Can  anyone 
add  anything  that  John  has  omitted  ?  Name  some  subjects 
you  have  found  in  the  encyclopedia.  What  kind  of  subjects 
should  you  say  are  included  in  it  ?  Persons  ?  Places  ? 
Animals  ?  Who  knows  the  etymology  of  the  word  ''en- 
cyclopedia'" ?     Explain  the  etymology. 

Henry,  when  you  looked  up  such  and  such  a  subject, 
naming  one  of  those  previously  mentioned,  how  did 
you  go  about  it  ?  How  did  you  know  what  volume  to  look 
in  ?  When  you  found  the  volume,  how  did  you  find  your 
subject  ?  These  two  questions  are  to  bring  out  the  use  of 
the  key  letters  on  the  backs  of  the  volumes,  alphabetical 
arrangement  and  use  of  the  page  headings.  Illustrate, 
or  if  possible,  have  the  pupil  illustrate  from  a  volume  of 
the  encyclopedia. 

Has  any  boy  ever  had  trouble  in  finding  a  subject  ? 
What  was  the  subject  ?  Some  of  the  possible  sources  of 
trouble  are:  Haziness  in  the  student's  mind;  wrong 
spelling,   e.g.,   Elliot  for  Eliot;    impatience;    ignorance 


Teaching  Outline  15 

of  encyclopedia's  arrangement,  e.g.,  strict  alphabetical 
order,  repetition  of  names,  cross  references,  use  of  the 
index  in  the  case  of  the  Britannica;  ignorance  of  the 
encyclopedia's  limitations,  e.g.,  non-practical  character, 
getting  out  of  date,  ignoring  of  American  subjects  in 
the  older  editions  of  the  Britannica.  Point  out  in  the 
subjects  named  the  possible  source  of  trouble,  e.g., 
repetition  of  like  names. 

If  the  encyclopedia  itself  is  available,  assign  a  few 
topics  to  look  up  on  the  spot  to  illustrate  the  difficulties 
just  described,  and  points  not  brought  out  by  the  quiz. 
The  following  topics  are  from  the  New  International: 
Cocoa  (cross  reference) ;  directions  for  baking  apples 
(limitation  on  the  practical  side) ;  manufactures  of  Ohio 
(hidden  in  the  body  of  the  article  on  Ohio) ;  Abraham 
Lincoln  (repetition  and  arrangement  of  similar  and  iden- 
tical names) ;  death  of  Mark  Twain,  (limitation  on  date) ; 
membership  of  the  Board  of  Education  of  this  city  (local 
limitations). 

Ask  who  is  having  trouble  in  finding  his  subject,  and 
have  class  suggest  what  is  the  matter.  Ask  leading 
questions,  e.  g.,  Do  you  find  more  than  one  article  headed 
Lincoln  ?  How  many  ?  What  kind  of  Lincohis  do  you 
find  ?  etc.,  etc.  Then  point  out  alphabetical  arrange- 
ment by   Christian   names  or  other  arrangement. 

The  arrangement  of  subjects  varies  more  or  less  in 
different  encyclopedias,  and  the  same  encyclopedia 
is  not  always  consistent  with  itself.  Mention  this  fact 
briefly  and  tell  students  that  they  must  observe  for 
themselves  with  whatever  encyclopedia  they  are  using. 
Cite  the  Britannica  with  its  tendency  to  broad  headings, 
e.g.,  "Raspberry,  see  Horticulture,"^  and  its  index  volume. 

^  Edition  nine. 


16  Teaching  Outline 

Written  exercise:  This  exercise  can  be  done  in  the 
school  Hbrary  or  in  the  public  library  as  time  and  con- 
venience suggest.  It  will  save  the  wear  on  the  books 
in  any  one  library  if  the  work  is  distributed  among  as 
many  libraries  as  possible,  and  three  or  four  days  are 
given  for  its  completion. 

Model  Form 


Name - 

Class - - Date 

To  Use  the  Encyclopedia.  1.  Look  at  the  words  or  letters  on  the 
backs  of  the  volumes  to  find  the  volume  in  which  the  name  of  the  subject 
should  occur.  2.  Look  for  the  subject  in  its  alphabetical  place  in  the 
volume  chosen,  using  as  a  guide  the  headings  at  the  tops  of  the  pages. 
3.  If  the  Encyclopaedia  Britannica  is  used,  consult  the  index  volume  when 
there  is  trouble  in  locating  a  subject. 

1.  Name    of    the    encyclopedia    used     in    answering    these 

questions,  as  found  on  the  title  page  of  volume  I. 

2.  Date  of  the  encyclopedia   as  found  on  the  title  page  of 

volume  I 

3.  Find  in  the  encyclopedia  full  accounts  of    each  of  the 

subjects  named  below.  Give  in  each  case  the  number 
of  the  volume  and  the  page  on  which  you  find  the 
information. 

(a)  Robin  Hood. 

Volume - page.. 

How  many  articles  have  the  word  "Hood"  in 
their  titles? 

(b)  Yachts. 

Volume page 

(c)  What  is  the  exact  title  of  the  article  in  which  you 

find  a  full  account  of  Mount  Aetna? 

Volume page 


In  giving  out  the  exercise,  take  a  specimen  sheet  and 
show  how  the  questions  are  to  be  answered.  The  second 
part  of  a  in  question  three  should  be  carefully  explained. 

In  marking  on  a  basis  of  10,  observe  the  following 
scale :  — 


Teaching  Outline  17 


Question 

Points 

1 

1 

2 

1 

^A'^''\ 

1 
2 

db 

2 

^c{'Tl 

2 

1 

Total 

10 

Deduct  for  lack  of  neatness, 

etc. 

The  following  groups  of  questions  each  contain  one 
item  bringing  out  the  repetition  of  proper  names,  one 
general  question  frequently  involving  an  inversion  of 
words  in  a  title,  and  one  cross  reference.  The  questions 
are  intended  to  be  answered  from  the  New  International 
or  from  the  ninth  or  from  the  tenth  edition  of  the  Bri- 
tannica.  The  word  in  parentheses  in  question  (1)  in 
each  group,  is  the  one  whose  repetition  is  to  be  looked 
for. 

I.  1,  Robin  (Hood);  2,  yachts;  3,  Mt.  Aetna.  II.  1,  Cape 
(Horn);  2,  sponges;  3,  calisthenics.  III.  1,  Ulysses  S.  (Grant);  2, 
silk;  3,'  Candahar.  IV.  1,  Lake  (Geneva),  Switzerland;  2,  St. 
Peter,  the  apostle;  3,  Candia.  V.  1  (fox),  an  animal;  2,  Mt.  St. 
Elias,  in  Alaska;  3,  comedy.  VI.  1  (Alexandre  Dumas),  author  of 
the  Three  Musketeers;  2,  rubber  manufacture;  3,  Corcyra.  VII. 
1,  Sir  Francis  (Drake);  2,  Robinson  Crusoe;  3,  Heracles  or  Herakles. 
VIII.  1  (cork),  the  bark  of  a  tree;  2,  the  preservation  of  food;  3, 
Jove.  IX.  1,  Christopher  (Columbus);  2,  plate  glass;  3,  Sand- 
wich Islands.  X.  1  (Cleveland),  Ohio;  2,  the  Parthenon;  3,  steel. 
XI.  1  (Charles)  I,  King  of  England;  2,  paper  manufacture;  3, 
stenography.  XII.  1  (John  Brown),  the  Abolitionist;  2,  oleo- 
margarine; 3,  tragedy.  XIII.  1,  Sir  Francis  (Bacon);  2,  the  metric 
system;  3,  Van  Dieman's  Land.  XIV.  1  (Atlas),  the  giant;  2, 
Judas  Maccabaus;  3,  Aphrodite.     XV.     1  (Troy),  city  mentioned 


18  Teaching  Outline 

by  Homer;  2,  Japanese  art;  3,  consumption.  XVI.  1,  Henry 
M.  (Stanley);  2,  Isle  of  Wight;  3,  the  vine.  XVII.  1  (Saturn),  the 
planet;  2,  the  grand  jury;  3,  Virgil.  XVIII.  1  (Paris),  city  of 
France;  2,  Cape  of  Good  Hope;  3,  Barry  Cornwall.  XIX,  1  (Ohio), 
state;  2,  battle  of  Gettysburg;  3,  Puerto  Rico.  XX.  1  (Newark), 
N.  J.;  2,  Emancipation  Proclamation;  3,  Pultowa.  XXI.  1  (Nep- 
tune), Roman  god;  2,  cotton  manufacture;  3,  reservoir.  XXII.  1 
(mercury),  the  metal;  2,  Colosseum;  3,  pump.  XXIII.  1  (Mem- 
phis), Tenn.;  2,  cloves;  3,  Church  of  the  New  Jerusalem.  XXIV. 
1  (Mars),  the  planet;  2,  cheese;  3,  Marco  Polo.  XXV.  1,  Lake 
(Lucerne);  2,  catacombs  of  Rome;  3,  Cashmere.  XXVI.  1,  Mar- 
quis de  Lafayette;  2,  butter;  3,   Medusa   (in  Greek  mythology). 

XXVII.  1    (Jupiter),    Roman  god;   2,   buccaneers;   3,   galvanism. 

XXVIII.  1  (Samuel  Johnson),  the  dictionary  maker;  2,  beet  sugar; 
3,  gardening.  XXIX.  1,  Washington  (Irving);  2,  allspice;  3,  nard. 
XXX.     1  (iris),  a  plant;  2,  age  of  bronze;  3,  New  Ireland. 


The  Card  Catalogue 

Based  on  Chapter  III  of  the  Manual.  See  also  Chapter 
IV,  Section  34.    Time  in  class,  one-half  period. 

Object:  To  explain  the  card  catalogue  and  teach  its 
practical  use. 

Method:  Oral  quiz  from  the  illustration  in  the 
Manual,  or  better,  from  specimen  catalogue  cards  if 
they  can  be  procured.  Written  exercise  to  be  done  at  the 
branch  of  the  public  library  to  which  the  student  belongs, 
or  in  the  high  school  library  if  it  has  a  satisfactory  cata- 
logue. 

Preparation:  Each  student  to  visit  the  branch  of 
the  public  library  to  which  he  belongs  and  1,  to  ascertain 
whether  it  has  a  card  catalogue;  2,  if  there  is  a  card 
catalogue,  to  look  it  over  and  observe  all  he  can  about 
it  for  reporting  in  class.  The  school  library  can  be  visited 
by  those  who  do  not  belong  to  the  public  library. 


Teaching  Outline  19 

Model  quiz:  Who  belongs  to  the  public  library? 
Has  it  a  card  catalogue  ?  Who  can  tell  me  ivhat  a 
card  catalogue  is  ?  Point  of  departure  for  explaining 
exactly  what  the  card  catalogue  is.  Distinguish  it  from 
the  shelf  list  if  shelf  list  is  indicated  by  answers.  Other- 
wise do  not  mention  shelf  list  except  in  passing.  Class 
to  turn  to  illustrations  in  Manual  or  specimen  cards. 
Have  class  discover  differences  in  headings  of  cards, 
i.e.,  author,  title  and  subject.  Beginning  with  author 
card,  get  class  to  discover  the  several  items  on  each  card. 
When  call  number  is  discovered,  explain  briefly  Section 
34.    Have  class  discover  items  common  to  every  card. 

Can  anyone  suggest  a  practical  use  for  the  card  catalogue  ? 
It  is  not  for  the  sole  use  of  the  librarian. 

Written  exercise:  Each  student  to  be  assigned  one 
subject  or  author  on  which  to  make  up  a  bibliography 
from  the  card  catalogue.  Bibliography  not  to  exceed 
half  a  dozen  items.  The  examples  in  the  Manual, 
Section  32,  should  be  put  on  the  board  for  the  class  to 
follow  as  models.  Note  that  each  list  has  three  important 
points  —  author's  name,  title  and  call  number. 

With  younger  pupils  use  as  an  exercise  the  simple 
finding  list  on  a  single  sheet  of  paper;  with  older 
students,  the  bibliography  on  cards. 

Exercises  are  to  be  written  clearly  in  ink  and  returned 
to  the  teacher.  They  should  be  marked  for  neatness, 
clearness   and   orderly  arrangement. 

Specimen  topics: 

Algebra,  debating,  coal,  telephone,  wireless  telegraphy,  milk.  King 
Arthur,  Shakespeare  (criticism),  mechanical  drawing.  United  States 
history,  English  literature.  United  States  industries.  Works  of 
R.  L.  Stevenson,  John  Fiske,  Oliver  Wendell  Holmes,  A.  Conan 
Doyle,  Rudyard  Kipling,  Edgar  Allen  Poe,  Alexandre  Dumas,  Mark 
Twain,  Winston  Churchill. 


20  Teaching  Outline 

Numbering  and  Arrangement  of  Books 

Based  on  Chapter  IV.  Time,  one-half  period.  To 
be  given  only  when  the  lesson  can  take  place  in  the  school 
library,  or  when  a  majority  of  the  students  are  members 
of  the  public  library  or  use  the  school  library. 

Object:  To  explain  the  general  arrangement  of  an  or- 
dinary public  library. 

Method:  Talk  and  blackboard  quiz.  Exercise, 
when  the  lesson  is  given  in  the  library. 

Preparation:  Put  on  the  blackboard  the  outline  of 
the  classification  in  local  use  or  distribute  printed  copies 
of  it.  Library  books  should  be  distributed  for  the 
students  to  examine. 

Model  quiz:  Does  anyone  find  anything  on  the  hacks 
of  these  library  hooks  which  is  not  on  the  hacks  of  ordinary 
hooks  ?  Numbers,  Can  anyone  tell  me  what  these  numbers 
mean  ?  Probably  not.  Make  this  the  point  of  departure 
for  briefly  explaining  the  composition  of  the  call  number, 
and  take  up  the  subject  of  classification.  Call  attention 
to  the  outline  on  the  board  and  make  sure  that  the  class 
understands  the  knotty  words  "philology,"  "philoso- 
phy," "collective  biography,"  etc.  Brief  explanations 
can  be  added  after  the  words  in  the  outline  on  the  board, 
for  instance:  "Philology  =  language,  hence  includes 
grammars,  dictionaries,  etc."  Get  the  class  to  discover 
from  the  outline  and  from  the  class  numbers  on  the 
books  distributed,  what  subjects  the  books  dis- 
tributed have  been  assigned  to.  Get  the  class  to  suggest 
books  which  would  fit  into  particular  divisions,  e.g., 
into  History,     Then  get  them  to  assign   general   num- 


Teaching  Outline  21 

bers  to  particular  books,  e.g.,  to  Wentworth's 
Plane  and  Solid  Geometry.  Explain  briefly  decimal 
character  of  numbers,  and  illustrate  by  writing  ex- 
amples on  the  board  and  having  class  suggest  the  order 
in  which  they  should  be  arranged.  Dwell  very  briefly 
on  author  numbers.  Write  examples  of  complete  call 
numbers  on  the  board,  and  get  class  to  suggest  proper 
order.  See  Manual,  Section  40.  Ask  for  suggestions 
as  to  the  way  to  find  a  book  on  the  shelves.  See 
Manual,  Section  48,  etc. 

If  the  lesson  is  given  in  the  school  library,  each 
student  can  be  assigned  a  book  to  find.  Slips  containing 
one  or  two  call  numbers  to  be  distributed,  each  to  be 
signed  by  the  student  receiving  it  with  his  name  and  class. 
The  student  is  to  find  the  corresponding  books  on  the 
shelves,  and  fill  in  author  and  title  opposite  the  call 
number.  The  slips  should  be  handed  back  to  the 
librarian  for  marking. 


Reference  Books  Other  Than  the  Ency- 
clopedia and  the  Dictionary 

Based  on  Chapter  V  of  the  Manual,  excepting  Sections 
47-55.    Time  in  class,  one-half  period  for  each  group. 

Object:  To  familiarize  students  with  some  of  the 
commoner  reference  books. 

Method:  In  beginning,  define  the  term  "reference 
book,"  and  state  the  object  of  the  lesson.  Take  up  a 
group  of  books  and  read  over  with  the  class  the  corres- 
ponding paragraphs  in  the  Manual,  summarizing  ex- 
planatory notes.    For  the  Century  Cyclopedia  of  Names, 


22  Teaching  Outline 

quiz  the  class  from  the  illustration  in  the  Manual,  Sec- 
tion 111,  to  bring  out  the  different  kinds  of  names 
included,  biographical,  geographical,  historical,  etc. 
Have  the  class  look  at  the  explanatory  notes  following 
the  names  of  the  books  and  say  in  which  book  they  would 
be  likely  to  find  mention  of  some  specific  fact,  e.g.,  the 
President  of  Cornell  University,  who  the  Loco-focos 
were,  etc.,  until  the  class  gets  the  idea  of  the  practical 
way  of  using  the  Manual.  If  the  books  are  available, 
they  should  be  exhibited. 

If  it  is  not  practicable  for  each  student  to  have  a 
copy  of  the  Manual,  the  exercise  can  be  adapted  to  the 
blackboard,  and  the  students  can  copy  the  notes  as  a 
guide. 

When  the  class  has  caught  the  idea  of  how  to  use  the 
notes  in  the  Manual,  assign  one  question  from  each  book 
in  the  group  being  taught  (five  or  six  questions  in  all), 
to  each  student  to  find  and  make  a  written  report  on. 
If  the  books  are  available  and  there  is  time,  the  paper 
can  be  answered  in  class.  Otherwise  each  student  should 
take  the  paper  to  the  public  library;  or  if  he  should 
happen  not  to  belong  to  the  public  library,  he  can 
take  it  to  the  school  library  during  some  free  period, 
and  answer  it  there.  Papers  should  be  returned  to  the 
teacher  in  a  couple  of  days,  and  by  the  teacher  can  be 
handed  to  the  school  librarian  for  marking.  Students 
whose  papers  are  found  to  be  particularly  bad  should 
report  to  the  librarian  for  special  instruction. 

Do  not  assign  more  tha?i  one  group  at  a  time.  Lessons 
should  be  at  least  a  week  apart. 


Teaching  Outline  23 

Written  exercise : 

Model  Form 


Name -•- 

Class Date. 

1.     Question  to  be  answered 


Book  in  which  best  answer  was  found. 


Page  on  which  answer  was  found. 
2.     Question  to  be  answered 


Book  in  which  best  answer  was  found. 


Page  on  which  answer  was  found 

and   so   on,   repeating  the   formula   to   cover   the   necessary- 
number  of  questions. 


Many  of  the  names  in  the  following  lists  will  be  found 
in  more  than  one  of  the  books  in  the  group.  In  such  cases, 
the  longest  or  most  satisfactory  answer  should  be  chosen. 

Group  A.  — 

Century  Cyclopedia  of  Names  (Manual,  p.  39). 

World  Almanac  (Manual,  p.  40). 

Lippincott's     Biographical      Dictionary     (Manual, 

p.  41). 
Lippincott's  New  Gazetteer  (Manual,  p.  42). 

Specimen  topics  for  Group  A.  — 

Century  Cyclopedia  of  Names.  Who  or  what,  is  or  was: 
Aladdin,  Allan-a-Dale,  Massacre  of  St.  Bartholomew,  Bluebeard, 
Charlemagne,  Don  Quixote,  the  Doomsday  Book,  the  Garden  of 
Eden,  the  East  India  Co.,  the  Erectheum,  Faust,  the  Goths,  Hades, 
Homer,  Index  Expurgatorius,  London  Bridge,  the  Middle  Ages, 
the  Monitor,  the  Mormons,  Nineveh,  the  Odyssey,  Old  Hundred, 
Olympic  games.  Order  of  the  Garter,  the  Pantheon,  the  Parthenon, 
Rip  Van  Winkle,  Sheridan's  Ride,  Sindbad,  the  Tower  of  London? 


24  Teaching  Outline 

World  Almanac  (1911).  Find  the  text  of  the  Constitution  of  the 
United  States;  rates  of  foreign  postage;  summary  of  the  interstate 
commerce  law;  how  to  apply  for  a  patent;  general  facts  about  the 
Panama  Canal;  qualifications  for  voting  in  Ohio;  present  status 
of  woman  suffrage;  amount  of  congressional  appropriations  for 
1911;  President  of  the  Pennsylvania  Railroad;  displacement  of 
the  Mauretania;  latest  annual  value  of  the  hay  crop  in  the 
United  States;  provisions  of  national  meat  inspection  law;  pres- 
ent intercollegiate  rowing  championship;  latest  winner  of  the 
Vanderbilt  cup;  present  holder  of  the  intercollegiate  basket  ball 
record;  deaths  and  injuries  from  football  during  the  past  year; 
summary  of  the  United  States  patent  law;  notable  books  of  the 
past  year;  number  of  school  children  in  the  United  States; 
Treasurer  of  the  Epworth  League;  population  of  New  York  State; 
Chief  Justice  of  United  States  Supreme  Court;  salary  of  the  Sec- 
retary of  State;  amount  of  annual  consumption  of  liquors  in  the 
United  States;  Prohibition  platform. 

LiPPiNCOTT's  Biographical  Dictionary.  Use  the  list 
of   Biographical  Names  on  page  13. 

LiPPiNCOTT's  New  Gazetteer.  Use  the  list  of  Geographical 
Names  on  page  12-13. 

Group  B. — 

Atlas.     (Manual,  pp.  42-43.) 

Bartlett.   Familiar  Quotations  (Manual,  pp.44,  10). 

(  Dictionary  of  Phrase  and  Fable  (Manual, 
Brewer.  <      p.  66). 

(  Readers'  Handbook  (Manual,  p.  66). 
Harper's    Dictionary   of    Classical    Literature   and 

Antiquities  (Manual,  p.  62). 
Statesman's  Year  Book  (Manual,  pp.  39-40). 

Specimen  topics  for  Group  B.  — 

Atlas.  In  answering  these  questions,  use  the  atlas's  indexes 
{Manual,  Section  23),  or  a  gazetteer  as  a  key  as  necessary.  Give 
the  number  or  page  of  the  map.  Find  the  approximate  latitude 
and  longitude  of  Abukir  Bay,   Isle  of  Capri,   Chuatauqua  Lake, 


Teaching  Outline  25 

Dahomey,  Isle  of  Elba,  Ferrara  (city),  Fort  Scott,  Goodwin 
Sands,  Helgoland,  Kankakee  (city),  Laibach,  Lake  of  the  Woods, 
Long  Branch  (seaside  resort),  Mackinac  Island,  Magdeburg, 
Nantes,  Nantucket  (Island),  Newport  News,  Old  Point  Comfort, 
Passamaquoddy  Bay,  Mont  Pelee,  Mt.  Popocatapetl,  Rock  Island 
(city),  Roncesvalles,  Sandy  Hook,  Savannah  (city),  Seychelles 
Islands,  Virgin  Islands,  Yellowstone  Lake,  Zuider  Zee. 

Bartlett.  Familiar  Quotations.  Find  the  authors  and  the 
correct  forms  of  the  following  quotations:  No  love  lost  between 
them.  Small  Latin  and  less  Greek.  To  err  is  human.  Fools  rush 
in  where  angels  fear  to  tread.  The  gayety  of  nations.  What  Mrs. 
Grundy  says.  A  thing  of  beauty  is  a  joy  forever.  Hitch  your 
wagon  to  a  star.  A  covenant  with  death  and  an  agreement  with 
hell.  To  make  a  mountain  out  of  a  mole-hill.  Woman's  work 
is  never  done.  All  hope  abandon,  ye  who  enter  here.  The  moon  is 
made  of  green  cheese.  To  save  one's  bacon.  With  tooth  and  nail. 
Living  from  hand  to  mouth.  Within  a  stone's  throw.  The  proof 
of  the  pudding  is  in  the  eating.  The  pot  calling  the  kettle  black. 
Peck  of  trouble.  To  ride  a  free  horse  to  death.  A  still  small  voice. 
Noise  of  many  waters.  Wisdom  is  better  than  rubies.  To  sow  the 
wind.  Anything  for  a  quiet  life.  My  cake  is  dough.  More  in 
sorrow  than  in  anger.  Uneasy  lies  the  head  that  wears  a  crown. 
Tired  nature's  sweet  restorer. 

Brewer.  Dictionary  of  Phrase  and  F.\ble.  Find  explana- 
tions of  the  following  allusions  or  expressions:  Abracadabra,  Abra- 
ham's bosom,  Annie  Laurie,  apple  of  discord,  April  fool,  apple-pie 
order,  Augean  stables,  fifteen  decisive  battles,  beating  about  the  bush, 
Beauty  and  the  Beast,  the  Beefeaters,  to  bell  the  cat,  a  bird  in  the 
hand,  birds  of  a  feather.  City  of  Seven  Hills,  to  haul  over  the  coals, 
to  have  one's  ears  burn,  funny  bone,  legend  of  St.  George,  sour 
grapes,  grass  widow,  story  of  Griselda,  horns  of  a  dilemma,  myth 
about  the  ibis,  Man  with  the  Iron  Mask,  to  mind  one's  P's  and  Q's, 
City  of  the  Violet  Crown,  barber's  pole,  Seven  Wonders  of  the 
World,  hair  of  the  dog  that  bit  you,  account  of  Sir  Tristram. 

Brewer.  Readers'  Handbook.  Legend  of  the  Flying  Dutch- 
man, Whittington  and  his  cat,  Robin  Hood,  King  John  and  the  Abbot 
of  Canterbury,  Cupid  and  PsjchC;  Solomon.  Plot  of  Anne  of  Geier- 
stein,  Antony  and  Cleopatra,  Dr.  Jekyll  and  Mr.  Hyde,  Our  Mutual 
Friend,  Old  Curiosity  Shop,  Merchant  of  Venice,  Talisman.  Who 
was  Aladdin,  Bob  Acres,  Ali  Baba,  Azazel,  Brunhild,  Croesus,  Cap- 


26  Teaching  Outline 

tain  Cuttle,  Damocles,  Enid,  Lady  Godiva,  Mr.  Gradgrind,  Haroun- 
al-Raschid,  Ivanhoe,  Prester  John,  Merlin,  Mr.  Micawber,  Don 
Quixote,  Oliver  Twist,  Oberon,  the  Red  Cross  Knight?  What  was 
the  Charge  of  the  Light  Brigade,  the  Holy  Grail,  the  Mississippi 
Bubble? 

Harper's  Dictionary  of  Classical  Literature  and 
Antiquities.  Achilles,  Acropolis,  Atalanta,  Bellerophon,  Cad- 
mus, Julius  Ccesar,  Circe,  Demosthenes,  Roman  houses,  Greek  coins, 
Roman  clocks,  food  of  the  ancients,  head  dress  of  the  Romans, 
Greek  games,  the  Palladium,  Solon,  stenography  among  the  Romans, 
Roman  ships,  Socrates,  Hades,  Croesus,  Mars,  Homer,  Hector, 
Pompeii,  Roman  and  Greek  painting,  Niobe,  kissing  among  the 
Romans,  Minerva,  gladiators. 

Statesman's  Year  Book.  National  debt  of  United  States,  of 
Great  Britain,  of  Germany.  Size  of  standing  army  of  United  States, 
of  Great  Britain,  of  Japan.  Naval  strength  of  Japan,  of  Italy. 
Full  name  of  reigning  monarch  of  Great  Britain,  of  Japan.  Par- 
ticulars about  the  Union  of  South  Africa.  Area  of  the  Transvaal, 
of  Venezuela.  Summary  of  the  constitution  of  Australia,  of  Cali- 
fornia, of  Italy.  Salary  of  the  governor  of  Ohio,  of  the  governor  of 
Oklahoma,  of  the  governor  of  New  York;  income  of  the  king  of 
England.  Industries  of  Arizona,  of  Turkey,  of  Spain.  Population 
of  Cuba,  products  of  Cuba.  Who  is  president  of  Brazil?  What  is 
the  relation  of  Church  and  State  in  Mexico?  Facts  about  the 
Republic  of  Panama.  Who  is  diplomatic  representative  of  Great 
Britain  to  the  United  States?  What  is  his  ofiftcial  title?  Who  is 
diplomatic  representative  of  the  United  States  to  Great  Britain? 

Group  C. — 

Bliss.  New  Encyclopedia  of  Social  Reform  (Man- 
ual, p.  39). 

Freeman  and  Chandler.  World's  Commercial 
Products   (Manual,   p.  43). 

Harper's  Book  of  Facts  (Manual,  p.  45). 

Harper's  Encyclopedia  of  United  States  History 
(Manual,  p.  46). 

Toothaker.  Commercial  Raw  Materials  (Manual, 
pp.  43-44). 


Teaching  Outline  27 

Specimen  topics  for  Group  C.  — 

Bliss.  Encyclopedia  of  Social  Reform.  American  Fed- 
eration of  Labor,  Anti-Saloon  League,  Australian  ballot,  Bank  of 
England,  Brotherhood  of  Locomotive  Engineers,  Socialist  idea  of 
capital,  statement  of  the  position  of  anarchism,  child  labor  in  the 
United  States,  argument  against  co-education.  Consumers'  League, 
corruption  in  corporations,  death  penalty,  eight-hour  day,  evening 
schools,  argument  for  free  trade,  immigration,  juvenile  courts, 
municipal  ownership,  national  banks,  pool-rooms,  argument  for 
protection,  race-track  gambling,  definition  of  socialism,  the  tarifT, 
Tammany  Hall,  cost  of  war,  the  Y.  M.  C.  A.,  Hull  House,  argu- 
ments for  woman's  suffrage. 

Freeman  and  Chandler.  World's  Commercial  Prod- 
ucts. Allspice,  beet  sugar,  buckwheat,  castor  oil,  coffee,  cotton, 
flour,  grapes,  Manila  hemp,  jute,  linseed  oil,  malt,  molasses,  nut- 
megs, olive  oil,  palm  oil,  papyrus,  rhubarb  (as  drug),  rice,  rubber, 
rum,  sorghum,  starch,  sugar,  tapioca,  tea,  tobacco,  turpentine, 
vanilla,  wheat. 

Harper's  Book  of  Facts.  List  of  the  kings  of  England,  list 
of  the  presidents  of  the  United  States,  outline  of  the  history  of  Ohio, 
outline  of  the  history  of  Cleveland,  Ohio,  when  platinum  was  dis- 
covered, origin  of  Arbor  Day,  list  of  famous  battles,  story  of  Burr's 
conspiracy,  outline  of  history  of  Chicago,  the  Colossus  of  Rhodes, 
famous  comets,  Dred  Scott  case,  battle  of  Gettysburg,  origin  of  the 
"Star  Spangled  Banner,"  Grand  Army  of  the  Republic,  Guelphs 
and  Ghibellines,  origin  of  "Honi  soit  qui  mal  y  pense,"  East  India 
Co.,  Jesuits,  trial  by  jury,  origin  of  metric  system,  mound-builders, 
first  newspaper.  Peninsular  Campaign,  office  of  poet  laureate, 
Pompey's  Pillar,  origin  of  Salvation  Army,  Sherman's  March  to  the 
Sea,  Trent  affair. 

Harper's  Encyclopedia  of  United  States  History. 
Alamo,  discovery  of  America,  Benedict  Arnold,  Aaron  Burr,  Conti- 
nental Congress,  text  of  the  Constitution,  text  of  the  Declaration 
of  Independence,  Embargo  acts,  French  and  Indian  War,  battle  of 
Gettysburg,  Hartford  Convention,  Ku-Klux  Klan,  Indians,  Captain 
Kidd,  battle  of  Manila  Bay,  Monroe  Doctrine,  Mormons,  Commo- 
dore Perry,  Philippine  Islands,  Pilgrim  Fathers,  war  with  Spain, 
Stamp  Act,  Texas,  Salem  witchcraft,  Webster's  Reply  to  Hayne, 
history  of   the    Declaration   of    Independence,  colony  of   Virginia, 


28  Teaching  Outline 

James  A.  Garfield,  story  of  the  adoption  of  the  Constitution,  table 
of  United  States  history. 

TOOTHAKER.  COMMERCIAL  RAW  MATERIALS.  Aluminum, 
asphalt,  celluloid,  cochineal,  cocoanut  oil,  glass  manufacture,  gold, 
graphite,  gutta  percha,  mica,  mahogany,  mineral  wool,  paper,  pig 
iron,  rubber,  salt,  shellac,  silk,  sponges,  sulphur,  tanning  process, 
vegetable  ivory,  whalebone,  wool.  Maps  showing  the  geographical 
distribution  of  coal,  corn,  petroleum,  rice,  silver,  wheat. 

Group  D.  — 

Allibone.     Dictionary  of  Authors    (Manual,  p.  42). 
Larned.     History  for   Ready   Reference   (Manual, 

pp.  45-46). 
U.  S.     Congressional  Directory  (Manual,  p.  41). 
U.  S.     Statistical  Abstract  (Manual,  pp.  40-41). 
Warner.     Library  of  the  World's  Best  Literature 

(Manual,  p.  45). 

Specimen  topics  for  Group  D.  — 

Allibone.  Dictionary  of  Authors.  Criticism  of  Pope's 
"Rape  of  the  Lock,"  of  Scott's  poetry;  contemporary  opinion  of 
Benjamin  Franklin;  the  character  of  Swift,  of  S.  T.  Coleridge;  bio- 
graphical sketch  of  William  Penn;  the  conversation  of  Charles  Lamb; 
Johnson's  method  of  work  on  his  dictionary;  character  of  Scott;  con- 
temporary criticism  of  Irving's  "Sketch  Book,"  of  the  "Tales  of  a 
Traveler,"  of  Longfellow's  "Hiawatha,"  of  Roosevelt's  "Naval 
War  of  1812,"  of  Emerson;  criticism  of  Boswell's  "Johnson,"  Bry- 
ant's "Thanatopsis,"  Carlyle's  "French  Revolution,"  Cooper's 
"Spy,"  Defoe's  "Robinson  Crusoe,"  Gray's  "Elegy,"  Hawthorne's 
"House  of  the  Seven  Gables,"  Bryce's  "American  Commonwealth," 
Clement's  "Innocents  Abroad,"  Eliot's  "Silas  Marner,"  Grant's 
"Personal  Memoirs";   criticism  of  Spenser's  "Faerie  Queen." 

Earned.  History  for  Ready  Reference.  The  Black  Death, 
Boston  Massacre,  constitution  of  France,  invention  in  cotton  manu- 
facture, Boston  Tea  Party,  constitution  of  Japan,  Children's  Crusade, 
oracle  of  Delphi,  Federalist  party.  Field  of  the  Cloth  of  Gold,  Semi- 
nole wars.  Thirty  Years  War,  Franco-Prussian  War,  battle  of  Salamis, 
battle  of  Thermopylae,  battle  of  Marathon,  the  Huns,  Sepoy  Mutiny, 


Teaching  Outline  29 

Missouri  Compromise,  Mormonism,  battle  of  Hastings,  Brad- 
dock's  defeat,  Olympic  games,  Andersonville  prison.  Templars, 
Japanese-Russian  war,  Boer  war,  assassination  of  Lincoln,  massacre 
of  St.  Bartholomew,  Red  Cross. 

U.  S.  Congressional  Directory.  Who  is,  and  what  is  the 
record  of  the  representative  from  the  21st  Ohio  district,  from  the 
19th,  from  the  20th?  Who  are  the  senators  from  New  York,  Indi- 
ana, Minnesota?  Who  is  Secretary  of  the  Treasury,  U.  S.  Attorney- 
General,  governor  of  Texas,  surgeon-general  of  the  army?  What 
is  the  address  of  the  representative  from  the  21st  Ohio  district? 
Who  is  U.  S.  consul  in  Berlin,  in  Paris?  Who  is  Italian  consul  in 
New  York,  the  Austrian  consular  agent  in  Cleveland?  What 
bureaus  are  included  in  the  Department  of  Agriculture,  of  Com- 
merce and  Labor?  What  are  the  duties  of  the  Secretary  of  War, 
of  the  Interior,  of  the  Postmaster  General,  of  the  Interstate  Com- 
merce Commission,  of  the  Navy?  Who  are  the  members  of  the 
Supreme  Court,  the  Civil  Service  Commission,  House  Committee 
on  Appropriations,  House  Committee  on  Foreign  Affairs,  Senate 
Committee  on  Appropriations,  Senate  Committee  on  Agricul- 
ture? Under  what  department  is  the  Bureau  of  Education,  the 
Forest  Service? 

U.  S.  Statistical  Abstract.  According  to  the  latest  figures 
find  out:  What  state  has  the  densest  population;  what  state  the  least 
dense  population;  density  of  population  in  Ohio;  size  of  the  annual 
cotton  crop;  number  of  pupils  in  public  schools;  cost  of  the  railway 
mail  service;  popular  vote  of  Ohio  at  the  latest  presidential  election; 
number  of  children  employed  as  bread  winners  in  Ohio;  number  of 
railroad  employees  in  the  United  States;  annual  number  of  persons 
killed  in  railroad  accidents;  tonnage  of  the  United  States  merchant 
marine;  annual  number  of  immigrants;  year  of  the  heaviest  immigra- 
tion; value  of  cows  in  the  United  States;  number  of  cows  in  the 
United  States;  amount  of  annual  internal  revenue;  amount  of  appro- 
priation for  support  of  the  army;  annual  amount  of  sugar  imported; 
value  of  farm  property  in  Ohio;  population  of  the  United  States; 
number  of  Indians  in  the  United  States;  area  of  Hawaii;  annual 
amount  of  customs  receipts;  amount  of  savings  banks  deposits; 
amount  of  national  debt;  annual  number  of  patents  issued;  popu- 
lation of  the  Philippines;  number  of  church  members  in  the  United 
States;  number  of  wage  earners  in  manufacturing  industries. 


30  Teaching  Outline 

Warner.  Library  of  the  World's  Best  Literature. 
Find  biographical  and  critical  accounts  of  the  following  named 
persons:  Joseph  Addison,  George  Eliot,  Louisa  M.  Alcott,  Arte- 
mus  Ward,  John  Bunyan,  Chaucer,  Charles  Dickens,  Victor  Hugo, 
E.  A.  Poe,  George  Sand,  Voltaire,  J.  R.  Lowell,  O.  W.  Holmes. 

Find  selections  from  Addison's  "Sir  Roger  de  Coverley,"  ^Esop's 
"Fables,"  Bacon's  "Essays,"  Artemus  Ward,  Bunyan's  "Pilgrim's 
Progress,"  Cervante's  "Don  Quixote,"  Chaucer's  "Prologue," 
Hamilton's  contributions  to  the  "Federalist,"  Boswell's  "Life  of 
Johnson,"  Lamb's  "Essays,"  Lincoln's  entire  "Gettysburg  Speech." 

Find  the  text  of  "Annie  Laurie,"  Burns's  "To  a  Mouse,"  Holmes's 
"Chambered  Nautilus." 

Find  a  synopsis  of  "Innocents  Abroad,"  "Ben  Hur,"  "Kenil- 
worth,"  "Sartor  Resartus,"  "Story  of  a  Bad  Boy." 

Written  Review:  Distribute  a  list  of  twenty-five 
topics,  and  require  students  to  name  the  books  first  to 
be  consulted  in  looking  up  each  topic. 


Magazines 

Based  on  Chapter  VI.    Time,  one  period. 

Object:  To  bring  important  magazines  to  the  notice 
of  students  and  teach  the  use  of  magazine  indexes. 
This  lesson  can  suitably  be  given  at  the  beginning  of  the 
term  to  classes  studying  current  events. 

Method:  Quiz  with  blackboard,  and  from  Manual, 
Sections  81  and  83.    Written  exercise. 

Preparation :  Each  student  to  visit  the  public  library 
or  the  school  library  and  investigate  and  be  prepared  to 
report  on  one  magazine,  to  be  assigned  from  the  list 
in  the  Manual,  Sections  78-87.  The  report  on  the 
assigned  magazine  should  cover  the  following  points: 


Teaching  Outline  31 

Monthly,  weekly,  etc.?  Does  it  contain  reviews  of 
current  events,  articles  on  questions  of  national  interest, 
stories,  poems,  popular  science,  shop  work,  book  reviews, 
literary  news,  education,  art,  housework,  fashions,  etc.? 
What  are  its  special  features  if  any?  Illustrations? 
What  kind  of  people  would  it  interest?  Illustrate  by 
analysing  some  well-known  magazine.  Discretion  must 
be  used  in  adapting  the  magazine  to  the  student.  Two 
students  can  be  assigned  to  one  magazine  so  as  to  check 
each  other's  reports. 

Model  quiz:  Names  of  magazines  to  be  put  down  in 
column  on  blackboard  as  given,  with  "W"  or  "M"  for 
"weekly"  or  "monthly,"  and  brief  word  of  characteriza- 
tion following  each   name. 

Ask  what  boys  read  magazines  and  find  out  the  names 
of  the  magazines  read.  Selecting  some  representative 
magazines  from  those  named,  get  the  students  to 
characterize  them  briefly  on  the  points  suggested 
in  the  paragraph  above  on  Preparation.  Start  with 
magazines  which  are  obviously  popular,  and  lead  up  to 
the  more  serious  ones.  Then  take  up  the  reports  on 
the  assigned  magazines. 

If  preparation  has  not  been  possible,  distribute  num- 
bers of  each  of  several  magazines,  including  a  review, 
and  several  which  deal  with  current  events.  It  will  be 
instructive  to  compare  the  Review  of  Reviews,  the 
Literary  Digest  and  the  Outlook.  In  schools  where  a 
large  proportion  of  the  students  come  from  bookless 
homes  and  do  not  use  the  public  library,  some  of  the 
lighter  magazines  should  be  discussed. 

Bring  out  by  suggestive  questions  the  usefulness  of 
magazine  articles  in  high  school  work,  e.g.,  current 
events,  debating,  etc.      Henry,   I  want  to  find  out  the 


32  Teaching  Outline 

latest  thing  about  the  commission  plan  in  city  government, 
for  a  debate.  The  latest  book  in  the  library  was  published 
in  1909.  Where  can  I  get  later  information  ?  In  the 
magazines.  How  can  I  find  out  what  magazine  it  will  be 
in  ?  If  no  one  can  answer,  describe  the  Readers'  Guide 
and  Poole's  Index  and  explain  the  important  differences 
between  them.  Turn  to  examples  in  Manual,  Sections 
72  and  74,  and  quiz  class  into  discovering  the  separate 
points  of  each  item. 

Written  exercise:  Bibliography  by  each  pupil,  not 
to  exceed  half  a  dozen  items,  to  be  made  at  library  to 
which  he  belongs.  Mark  for  neatness,  clearness  and 
orderly  arrangement.  The  following  model  exercise 
should  be  put  on  the  board  for  the  class  to  imitate. 

Model  Exercise 


Strikes. 

Survey,   vol.  24,  p.  431. 
Outlook,  vol.  95,  p.  480. 

Index  consulted.     Readers'  Guide;    July  1910,  1905-1909. 

Name.     Henry  Jones.  Class.     C. 


A  card  bibliography  can  be  assigned  to  older  classes. 
(See  Manual,  Section  75.) 

Suggested  Topics:  Aeroplanes,  Alaska,  Arctic  explorations, 
bees,  candy  making,  farm  life,  football,  high  schools,  immigration  in 
the  United  States,  inventions,  juvenile  courts,  criticism  of  Rudyard 
Kipling,  labor  unions,  missions,  moving  pictures,  municipal  owner- 
ship, old  age  pensions,  Panama  canal,  parks,  peace.  Republican 
party,  strikes,  submarine  boats,  teachers,  trusts,  working  girls. 


Teaching  Outline  33 


Buying  Books 

Based  on  Chapter  VIII.  Review  Chapter  I,  Section  1, 
and  Chapter  II,  Sections  6-13.  For  older  students. 
Time,  one  period. 

Object:  To  bring  out  some  of  the  important  non- 
literary  points  to  be  observed  in  book  selection. 

Preparation:  Each  student  to  prepare  a  list  of  the 
names  of  half  a  dozen  publishers  by  investigating  the 
title  pages  of  books  in  the  school  or  the  public  library, 
noting  in  each  case  the  place  of  publication.  If  no 
preparation  is  possible,  and  the  lesson  is  given  in  the 
school  library,  this  can  be  made  a  preliminary  exercise 
on  the  spot. 

Lesson:  Find  out  how  many  students  buy  books  for 
themselves,  and  how  they  do  it.  In  questioning,  bring 
out  the  points  mentioned  in  Sections  104  and  105. 
Review  Sections  1  and  6-13. 

Ask  the  class  for  the  names  of  publishers,  and  make 
a  list  on  the  board,  putting  the  names  of  British  publishers 
in  a  separate  column.  Call  attention  to  the  names  of 
some  of  the  larger  publishers,  mentioning  their  special- 
ties if  any. 

Caution  briefly  on  the  risk  of  buying  subscription  books. 

With  senior  classes  it  may  be  found  interesting  to  de- 
scribe the  Cumulative  Book  Index  and  the  Publishers' 
Weekly  and  their  use  in  ordering  books.  The  descrip- 
tion should  be  illustrated  with  specimen  numbers. 


34  Teaching  Outline 


The  Use  of  the  Library  in  Debating 

Based  on  Chapter  VII. 

The  object  of  this  lesson  is  to  teach  students  how  to 
prepare  intelligently  for  a  debate.  The  chapter  should 
be  studied  preliminary  to  or  in  connection  with  courses 
in  argumentation  and  debating,  and  notes  should  be 
prepared  as  it  prescribes.  Chapter  VI  on  Magazines 
should  be  carefully  reviewed,  and  students  should  be 
required  to  investigate  and  report  on  reference  books 
in  the  library  falling  in  the  class  300-389  (the  greater 
part  of  Sociology). 


Index 


Abbreviations,  list,  13. 

AUibone.     Dictionary  of  Authors,  28. 

Appendix  of  dictionary,  9;   specimen  topics,  12. 

Arrangement  of  books.    See  Numbering  and  arrangement  of  books. 

Atlas,  24;   specimen  topics,  24. 

Author  number,  21. 

Bartlett.     Familiar  Quotations,  24;    specimen  topics,  25. 

Biographical  names,  13. 

Bliss.     New  Encyclopedia  of  Social  Reform,  26;    specimen  topics, 

27. 
Book,  1-4;    indexes,  3;    physical  care,  1-2;    printed  parts,  2. 
Book  buying,  32-33. 
Brewer.     Dictionary  of  Phrase  and  Fable,  24;    specimen  topics,  25. 

Readers'  Handbook,  24;    specimen  topics,  25. 

Buying  books,  32-33. 

Call  numbers,  20. 

Card  catalogue,    18-19;     model    quiz,    19;     specimen    topics,    19; 

written  exercise,  19. 
Catalogue.     See  Card  catalogue. 
Century  Atlas.     See  Atlas,  24. 

Century  Cyclopedia  of  Names,  23;   specimen  topics,  23. 
Classification,  20-21. 
Commercial  Raw  Materials,  26,  27. 
Congressional  Directory,  28-29. 
Cumulative  Book  Index,  33. 

Debating,  33. 

Dictionaries,  comparison  of,  10. 

Dictionary,  4-13;   appendix,  9;    model  quiz,  5-10;   specimen  topics, 

12-13;    written  exercise,   10-13. 
Dictionary    of    Classical    Literature    and    Antiquities,    24,    26;    of 

Phrase  and  Fable,  24,  25. 


ii  Index 

Encyclopedia,  14-18;    model  quiz,  14-15;    specimen  topics,  17-18; 

written  exercise,  16-18. 
Exercises.     See  Written  Exercises. 

Familiar  Quotations,  24,  25. 

Freeman  and  Chandler.     World's  Commercial  Products,  26;   speci- 
men  topics,    27. 

Harper's  Book  of  Facts,  26;  specimen  topics,  27. 
Dictionary  of  Classical  Literature  and  Antiquities,  24;    speci- 
men topics,  26. 

Encyclopedia  of  United  States  History,  26;  specimen  topics, 

27-28. 
History  for  Ready  Reference,  28. 

Index,  use  of,  3-4. 

Larned.      History    for    Ready    Reference,    28;     specimen    topics, 

28-29. 
Library  of  the  World's  Best  Literature,  28,  30. 
Lippincott's  Biographical  Dictionary,  23,  24. 
Lippincott's  New  Gazetteer,  23,  24. 

Magazines,  30-32;    model  form,  32;    model  quiz,  30-32;    specimen 

topics,  32;    written  exercise,  31-32. 
Marking  dictionary  exercise,  11;    encyclopedia  exercise,  16-17. 
Model  forms  for  written  exercises:   dictionary,    11;   card  catalogue, 

see   Manual,    Section   32;    encyclopedia,    16;     magazines,   32; 

see  also  Manual,  Section  75;    reference  books,  23. 
Model  quiz.     See  Quiz. 

New  Encyclopedia  of  Social  Reform,  26. 

New  words,  list,  13. 

Numbering  and  arrangement  of  books,  20-21. 

Poole's  Index,  32. 
Publisher's  Weekly,  33. 

Quiz.     Books,  1-4;   card  catalogue,  19;    dictionary,  5-10;   encyclo- 
pedia, 14-15;   numbering  and  arrangement  of  books,  20-21. 


Index  iii 

Rand,  McNally.     Indexed  Atlas  of  the  World.    See  Atlas. 

Readers'  Guide,  31. 

Readers'  Handbook,  24,  25-26. 

Reference  books,  special,  21-30. 

Statesman's  Year  Book,  24;    specimen  topics,  26. 
Statistical  Abstract  of  the  United  States,  28,  29. 

United    States.      Official    Congressional    Directory,    28;     specimen 

topics,  29. 
Statistical  Abstract,  28;    specimen  topics,  29. 

Warner.     Library  of  the  Worlds  Best  Literature,  28;    specimen 

topics,  30. 
World  Almanac,  23;    specimen  topics,  24. 
World's  Commercial  Products,  26,  27. 
Written  exercises:     Book  4;   card  catalogue,  19;   dictionary,  10-13; 

encyclopedia,  16-18;  magazines,  32;  reference  books,  23-30. 


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